A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

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experience of the cooperation strategies. The results indicated that Taiwanese university students interpreted their perceptions for the cooperation strategy differently according to their various personalities. Some of them mentioned that the face problems challenge their application of the cooperation strategy. Some of them discussed whether the cooperation strategy should be applied in a working situation. After analyzing, students tended to believe this strategy contributed to their language learning rather than practicing English communication outside of school. 159
CHAPTER V THEMES This study was designed to explore students’ perceptions about learning five communication strategies. Taiwanese students’ responses about their learning experiences of five communication strategies were explored. In general, their perceptions toward learning communication strategies collected using a qualitative format revealed that students’ perceptions of strategy application were related to the themes of comprehensibility, intentionality, politeness, first language, face-saving, interlanguage system, time-saving, and key-words. Given the paucity of qualitative studies in the field of communication strategy, especially regarding students’ perceptions of each communication strategy, inquiring into students’ psychological levels is quite significant in order to gain a profound understanding about how Taiwanese university students value the usages in two sets of communication strategies. Discussion of Perceptions The major research question for exploring students’ perceptions and experiences of learning communication strategies was: What do Taiwanese university students perceive in learning Faerch and Kasper’s (1983c) five communication strategies. Based on each communication strategy, this chapter revealed the themes emerged from findings of students’ perceptions and experiences. The following paragraphs in this chapter were composed with the themes associated with the five specific research questions for five communication strategies, which were conceptualized through the comparison analysis method. In the discussions of the emerged themes, each conceptualized and concluded theme mostly was repeated 160
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A CASE STUDY OF SEVEN TAIWANESE ENG
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ABSTRACT A Case Study of Seven Taiw
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DEDICATION This dissertation is ded
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TABLE OF CONTENTS vii Page ABSTRACT
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CHAPTER Page Constant Comparison An
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CHAPTER Page Conclusions………
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LIST OF FIGURES xiii Page Figure 4.
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opportunity to practice communicati
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communication strategies, since hum
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skills associated with the five com
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2. Strategy: “Procedures used in
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presents the findings regarding the
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In 1972, Selinker and Savignon repo
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Faerch and Kasper’s (1983a) class
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variables of proficiency level, gen
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language speakers’ brain. He indi
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Psychological Analysis of Second-La
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second or foreign language, through
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subjects’ communication strategie
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(1995) provided six suggestions how
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explored whether the communication
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and adjusting meanings, five of the
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new interlanguage word such as an
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CHAPTER III METHODOLOGY Qualitative
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makers of the curriculum design at
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The significance of Tunghai Univers
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1) Participants considered themselv
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His mother tongues were Taiwanese (
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communication strategies in the ill
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Procedures Data Collection 1) Resea
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(1985), 90 minutes was the most app
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that was described thickly and inte
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The constant-comparison coding meth
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open-ended questions because they w
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According to Denzin and Lincoln (19
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Conformability According to Schwand
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Trustworthiness According to Lincol
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training process, the data were col
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at the students’ after-class time
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their various personal beliefs and
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in this study was comparison analys
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certain topic: Topic avoidance was
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keep away from the wearisome topics
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Cheng Chih showed his disapproving
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Jiun Sheng, in his first interview,
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About the topic avoidance strategy,
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a polite child from when he was in
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Ling Mei Fang seemed that we did no
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not signal the others about our baf
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(すみません= I am sorry.) when
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deemed that it was necessary to lea
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Abandonment strategy saved my face
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I couldn’t detect whether classma
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in a fluent and voluble way. Ling M
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Tien Long perceived that difficult
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teacher requested that she should k
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certain people with whom to talk. J
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Research Question Three What Do Tai
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eplaced words. In the second interv
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In the second interview, Tien Long
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Page 123 and 124: The communication would not be stop
Page 125 and 126: eplacement strategy was not easy fo
Page 127 and 128: Jiun Sheng Chang Jiun Sheng thought
Page 129 and 130: frequently. He explained that the l
Page 131 and 132: straightforwardly. If they have bee
Page 133 and 134: I felt “generation” was like lo
Page 135 and 136: imagination. If I would like to say
Page 137 and 138: Cheng Chih believed that “word co
Page 139 and 140: is a carbon lacking an electron. An
Page 141 and 142: would exemplify horse and donkey by
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Page 145 and 146: After five weeks of training, Tien
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Page 149 and 150: In the interview, Ling Mei perceive
Page 151 and 152: The language created through “wor
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Page 155 and 156: 142 vague. I perceived that at leas
Page 157 and 158: FIGURE 4.4. Perceptions of the Inte
Page 159 and 160: asked me what our home assignments
Page 161 and 162: Cheng Chih conveyed, when doing a c
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Page 165 and 166: Cooperation upgraded your English p
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Page 169 and 170: In the first interview, Ling Mei me
Page 171: FIGURE 4.5. Perceptions of the Coop
Page 175 and 176: way of interacting. Similarly, in L
Page 177 and 178: proficiency English learners. Sung
Page 179 and 180: found. Students reflected that the
Page 181 and 182: deconstructed Chinese characters an
Page 183 and 184: FIGURE 5.4. Themes Associated with
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Page 187 and 188: FIGURE 5.6. Major Themes Retrieved
Page 189 and 190: impressions about each skill in fiv
Page 191 and 192: finally would be able to attain the
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Page 197 and 198: of their clearly marked foreigner r
Page 199 and 200: contributed to reducing students’
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Page 207 and 208: study, based on the students’ per
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Page 211 and 212: such as interlanguage patterns in c
Page 213 and 214: communication (pp. 2-27). Harlow, U
Page 215 and 216: Strategies in interlanguage communi
Page 217 and 218: Guba, E. G., & Lincoln, Y. S. (1989
Page 219 and 220: I, 163-174. McKay, S. L. (2002). Te
Page 221 and 222: http://www.colostate.edu/Depts/Spee
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September, 3, 2006, from, http://ww
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Reduction Strategies: Topic Avoidan
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IV. Lexical A :Do you think that gi
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Apparent Avoidance, caused by lack
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1.2 Reduction Strategy: Message Aba
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Abandon unknown process of religion
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Do not preserve the topic or concep
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3. L2-based strategies: A: I am goi
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Example of meaning replacement: vag
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II. Paraphrase: Describe, Exemplifi
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III. Word Coinage: Make Up a New Wo
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Achievement Strategies: Cooperation
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4.Learners signal their interlocuto
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Week Two Conversation Questions Wha
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Week Four Conversation Questions Cr
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APPENDIX H Consent Form (In English
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APPENDIX I 同意書 (Consent form
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APPENDIX K 錄影帶授權書 (Vide
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A Dissertation by GRACE HUI-CHIN LIN Submitted to the Office of ...

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